2. What is syllabus?

Syllabus is described as the summary of the topics covered or units to be taught in the particular
subject. Syllabus is set for a particular subject.
3. What is the difference between syllabus and curiculum?
The syllabus is described as the summary of the topics covered or units to be taught in
the particular subject. Curriculum refers to the overall content, taught in an educational system or a
course. Syllabus is descriptive in nature, but the curriculum is prescriptive. Syllabus is set for a particular
subject.
4. Types of syllabus:
a. Situational Syllabus
b. Functional-Notional Syllabus
c. Task-Based Syllabus

Situational Syllabus is closely related to the topical syllabus. According to Yalden (1987:35), The
situational model will comprise units indicating specific situations, such as 'At the Post Office', 'Buying an
Airline Ticket', or 'The Job Interview'. The topical or thematic syllabus is similar, but generally employs
the procedure of grouping modules or lessons around a topic, something like barnacles clinging to the hull
of a ship.
In this approach, the use of dialogues is very common as these form the basis of communication
within a specific situation. However, the use of dialogues in the situational syllabus is quite different from
the use of dialogues in a structural syllabus such as the Audiolingual Method. In the Audiolingual Method,
specific structured dialogues are drilled and memorized and used to conceptualize key structures (Richards
& Rodgers, 1994:53), while the situational dialogue approach is "aimed at meaningful conversational
interchange in specific contexts" (Norris as quoted by Yalden, 1987:35). This means that the dialogues used
in the situational syllabus, don't have language structures as their main focus, but rather their communicative
effectiveness within a given situation.
Yalden (198 7:3 6) describes examples of situational syllabi in which students are initially
presented with a "problem situation" or "illustrative situation". This "problem situation" is then followed
by drills and inventions and then by "practice situations". It is thus evident that the different situations
created in Situational Syllabi determine the language structures to be learnt.

Notional-Functional Syllabus According to Finocchiaro and Brumfit (1983:15), the term

"function refers to the communicative purpose of the speaker. These functions can be personal,
interpersonal, directive, referential or imaginative and they can either be expressed through fixed formulae
in the language or communicative expressions . Thus, the functions to be expressed depend solely on the
speaker. State that specific notions can be defined as the words following the functional expression.
Notions1are thus meaning elements which my be expressed through nouns, pronouns, verbs, prepositions,
conjunctions, adjectives, or adverbs. Thus, notions will depend basically on three factors: the functions, the
elements in the situation and the topic which is being discussed .

One of the semantic syllabus types that falls under the Communicative Approach, is the Task-
Based Syllabus. According to Skehan (1998:268), a task is an activity that should adhere to
the following criteria:

I. Meaning is primary.
2. There is a goal which needs to be worked towards.
3. The activity is outcome-: evaluated.
4. There is a real-world relationship.
From these criteria, it becomes apparent, therefore, that activities are not chosen in order to teach
a specific lexical form, but that meaning is far more important. Furthermore, activities focused on language
itself are not tasks, as they need to have a real-world relationship. According to Skehan· (1998:268), "What
counts, in task-based approaches, is the way meaning is brought into prominence by the emphasis on goals
and activities". As all of these criteria are required by Outcomes Based Education, this type of syllabus
could be utilised within the context of Curriculum.

5. What are the current trends in English around the globe?

Networking
Networking has also enabled teachers not to depend upon theories and methods prescribed by the
methodologists and to try out as have been practiced by others. Online ELT resources are growing rapidly,
newsletters on ELT are being used more by both the teachers and students.
Method Synergetics or Eclecticism

Method synergetics or eclecticism It is crossbreeding of ‘elements of various methods to find

those practices which best support effective learning’. If we view classroom practices, we find teachers
not blindly depending on a particular method of teaching prescribed but the ELT practitioners often
practice the hybrid of more than one method of teaching.

Strategopedia

Strategopedia Give a man a fish He eats for a day Teach him to fish He eats for the whole life. A
trend in ELT today has been to make the students independent learners. Today, a school of thought has
developed with the purpose of equipping learners with appropriate learning strategies to take the
responsibility for self-direction. The students are trained in the use of learning strategies in order to
improve their learning effectiveness. Learners learn how to learn. Cooperative Learning
Methodologies and Multiple Intelligences Theory teach learners different learning strategies to apply
while learning a language

Student Centredness
Student centredness English language teachers all over the globe seem to have realized that
gone are the days when teachers deliver lectures in front of their pupils who just sit as passive
listeners. Learner centeredness is the demand of the time. That is why language teachers have to play
the role of facilitators in the classroom, not authorities. As a matter of fact, pupils learn by doing in
pairs and groups

Reflective practice

Reflective practice This is about teachers’ questioning and exploring their own practice of
teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to
find out how we could do things differently or better (Underhill, 2007). Reflecting upon our own way of
teaching tremendously helps the teachers improve the practice.

Conferencing
 Conferencing Today, English language teachers seem to have realized that conferencing is one
of the best means of enhancing ELT. English language teachers in almost all countries have established
their professional organizations; and they organize and participate in different kinds of seminars,
workshops, training, and conventions in order to grow academically and professionally.

Grammaring

Grammaring Gone are the days when English language teachers make the students parrot the rules of
the language and use them in making sentences either in speech or writing. Instead, recently the
teachers of English have begun to involve their pupils in grammaring rather than teaching grammar.

Larsen-Freeman (2007) claims it to be the fifth skill of language that incorporates the ability to
use grammar structures accurately, meaningfully and appropriately for one’s communicative purposes.
Here grammar is seen as more of a process than a product. Grammar lessons are no longer about
knowing language systems (declarative knowledge), but about knowing how to use language
(procedural knowledge).

Updating ELT practitioners today update their knowledge of the language as well as the
methodology in various ways such as reading journal, participating in training, seminar